WHST.11-12.1

Write arguments focused on discipline-specific content.

 
3 Lesson(s)
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CAPSTONE: Environmental justice in Sunset Park (1 of 3)

Environmental Stewardship by Design » Unit: Environmental justice
Environmental Stewardship by Design » Unit: Environmental justice
Daniel Babauta
New York, NY
Environment: Urban
 
Big Idea:

The environmental justice movement needs informed citizens in afflicted neighborhoods to advocate for change. How might we use Sunset Park as a case study for of how citizens can apply STEM skills to create a more environmentally just community?

 
Resources (26)
 
Reflections (1)
mapping toxicity
   

CASE STUDY: California's delta (3 of 3)

Environmental Stewardship by Design » Unit: Environmental justice
Environmental Stewardship by Design » Unit: Environmental justice
Daniel Babauta
New York, NY
Environment: Urban
 
Big Idea:

Scientists use geographic information systems to develop maps of important features of physical geography. How might we use the California delta as a case study of how maps can be arguments for stakeholders’ ideas about how to use the environment?

 
Resources (20)
 
Reflections (1)
california delta
   

EBWR - Antibiotic Resistance: A New Threat to Global Health

High School Science » Unit: Basic Tools of the Biotechnology Workplace
High School Science » Unit: Basic Tools of the Biotechnology Workplace
Ericka Senegar-Mitchell
Washington, DC
Environment: Urban
 
Big Idea:

Pose reasonable, testable hypotheses in order to make logical predictions and draw conclusions about the global impact of antibiotic resistance.

 
Resources (22)
 
Reflections (1)
kirby bauer

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from or supports the argument presented.

Common Core ELA
 
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